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Faculty members as students in the same institution: implications for the learning environment
Raisa B Gul1, Rubina Barolia, Salima M Meherali
1Aga Khan University School of Nursing and Midwifery, Karachi, Pakistan. raisa.gul@aku.edu
The Journal of Nursing Education
|February 14, 2013
Summary
Nursing faculty pursuing graduate degrees at their own institutions face unique challenges and benefits. This dual role impacts their learning experiences and professional identity within the academic environment.
Area of Science:
- Nursing Education
- Higher Education Studies
Background:
- Increasing demand for baccalaureate-prepared nurses necessitates graduate-level faculty.
- Faculty pursuing graduate studies at their employing institutions is common due to various factors.
- Limited research exists on the implications of nursing faculty being graduate students at their own institutions.
Purpose of the Study:
- To explore the implications of nursing faculty undertaking graduate studies at the institutions where they teach.
- To understand the lived experiences of nursing faculty in dual student-faculty roles.
Main Methods:
- Qualitative descriptive study design.
- Semistructured interviews conducted with 12 participants.
- Verbatim transcription and content analysis of interview data.
Main Results:
- Faculty students experienced advantages facilitating their learning within their own institutions.
- Participants reported receiving mixed messages regarding their dual identity as student and faculty member.
- The dual role presented challenges to identity perception and integration.
Conclusions:
- Nursing faculty pursuing graduate studies at their own institutions gain learning benefits but face identity challenges.
- The dual student-faculty role has significant implications for the learning environment.
- Further research is needed to address the complexities of this unique academic dynamic.
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